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This chapter focuses on a proposed framework of irresponsible leadership (IRL) that might emerge in our schools under certain circumstances. A second purpose is to analyze potential ways to prevent its rise, based on previous models of educational leadership. Broadly, IRL is composed of five elements: narrow view of education, a business-like view of the teacher–student relations, a Narcissist and ego-centrist view, self-centered decision making, and emotional unawareness and poor emotion regulation. Unsurprisingly, IRL results in decreased levels of teachers’ and students’ well-being, unethical school climate, a lack of social responsibility in the teacher lounge, and school failure. To prevent these and related results, three major leadership models in education – participative, moral and social justice, and instructional – were analyzed.

The purpose of this paper is to expand attention to responsible leader behavior in the world’s health sectors by explaining how this concept applies to health sectors, considering why health sector leaders should behave responsibly, reviewing how they can do so, and asserting potential impact through an applied example.

This paper is a viewpoint, reflecting conceptualizations rooted in leadership literature which are then specifically applied to health sectors. A definition of responsible leader behavior is affirmed and applied specifically in health sectors. Conceptualizations and viewpoints about practice of responsible leader behavior in health sectors and potential consequences are then discussed and asserted.

Leadership failures and debacles found in health, but more so in other sectors, have led leadership researchers to offer insights, many of them empirical, into the challenges of leadership especially by more clearly delineating responsible leader behavior.

Much of what has been learned in the research about responsible leader behavior offers pathways for health sector leaders to more fully practice responsible leadership.

This paper asserts and provides a supporting example that greater levels of responsible leader behavior in health sectors hold potentially important societal benefits.

This paper is the first to apply emerging conceptualizations and early empirical findings about responsible leader behavior specifically to leaders in health sectors.

This paper aims to review the latest management developments across the globe and pinpoints practical implications from cutting‐edge research and case studies.

This briefing is prepared by an independent writer who adds their own impartial comments and places the articles in context.

In the cult book The Hitchhiker's Guide to the Galaxy it took a computer seven and a half million years to come up with an “answer to life, the universe, and everything”. And a pretty confusing answer it was too. If they had asked it to come up with an unambiguous and straightforward answer to “what makes a good leader?” it might have taken even longer and been even more confusing in its response.

Provides strategic insights and practical thinking that have influenced some of the world's leading organizations.

The briefing saves busy executives and researchers hours of reading time by selecting only the very best, most pertinent information and presenting it in a condensed and easy‐to digest format.

The purpose of this paper is to contribute to understanding of responsibility – specifically exploring responsibility in higher education.

The paper details a research project undertaken in a higher education institute (HEI) in the UK. The research adopted a case study approach and gathered data through 15 semi‐structured interviews.

The paper discusses four key findings. Major differences in how responsibility is understood and communicated by students, staff and leaders are highlighted, together with the challenges this creates. A model is proposed that may assist with a greater understanding of responsibility.

The research is a small‐scale study involving 15 interviews in one HEI in the UK, therefore generalisations must be treated with caution. The research offers valuable insights into this under‐researched area, together with recommendations for further research.

The paper highlights key factors that HEIs may wish to consider in terms of how responsibility is understood, adopted and communicated.

There is typically a low level of appreciation of what responsibility means. This paper raises this awareness and identifies what responsibility looks like within higher education. It emphasises the importance of engraining a responsibility culture in the organisation that not only takes account of staffs' and students' immediate responsibilities, but also their responsibility towards broader global issues.

There is a paucity of exploration concerning responsibility within higher education and this paper highlights some specific areas of focus which have been drawn from research in this field.

The purpose of this study is to determine if there is a link between responsible leadership and corporate social responsibility (CSR) in Luxembourg and also to determine Luxembourg’s specifics in the field of CSR.

This is a qualitative study. In total, 64 semi-structured interviews were conducted from January to August 2017 with four culturally different samples: Luxembourgers with Luxembourgish nationality, foreigners who reside in Luxembourg, cross-borderers and the rest of the world.

Responses from all four samples were similar on the one hand and quite contradictory on the other. Three groups were formed: euphoric respondents who said it is the authenticity of the leader and his modelling role in lived CSR; moderate respondents; critical respondents who deny any link between responsible leadership and CSR and claim for change and innovation, accusing the high Uncertainty Avoidance Index. In their opinion, there is an urgent need for managers to learn responsible leadership and CSR.

This paper contributes to the discussion on change and innovation in the field of leadership theory with particular emphasis on responsible leadership following Michael Maccoby, on multilingual and multicultural Luxembourg in the middle of Europe following Geert Hofstede and Edgar Schein and on CSR following Thomas Maak and Nicole Pless.

This study is a combination of research on responsible leadership and CSR in Luxembourg in connection with Hofstede’s cultural dimensions: high long-term orientation, high uncertainty avoidance and high collectivism (low individualism).

Background: Amid increasing leadership failures in the global business context, the mining industry is one of the industries with many adverse incidents, affecting employee safety, the environment, and surrounding communities. Emerging economies tend to have unique socio-economic challenges and greater relative economic dependence on mining, presenting unique challenges to leaders. The purpose of this research was to study the realities of responsible leadership in the mining industry in an emerging economy.

Methods: A qualitative research study, consisting of semi-structured interviews was conducted. Nine senior mine managers were selected to represent perspectives from different operations and mining houses. Data was gathered from August to October 2020 in South Africa, an emerging economy with significant mining operations. A thematic analysis of interview transcripts was conducted through the use of software, rendering five themes, with 12 sub-themes.

Results: The research found that requirements on mining leaders in emerging economies demand consistent balancing of a complex set of competing risks, whilst attending to paradoxical requirements among operations, and internal and external stakeholders. Leaders face several competing requirements from stakeholders, the environment, mining practices, and time frames. Responsible leaders must navigate a paradoxical maze of needs and time horizons, with several conflicting forces and dilemmas, and dichotomous relationships. Responsible leadership in the mining industry of an emerging economy is a proverbial minefield of paradoxes and dilemmas between responsible intentions and practical realities. These paradoxes and dilemmas are specifically acute in the context of emerging economies due to the dire socio-economic situations. A total of 10 competencies emerged as essential responsible leadership requirements in this context.

Conclusions: The study provides an in-depth understanding of the intricacies of responsible leadership in the mining industry of an emerging economy. This understanding will contribute to capacitating leaders in the mining industries of emerging economies to act responsibly.

This study aims to provide a point of reference and another of guidance for future research on the topic of responsible leadership by exploring its challenges, outcomes and practices.

A systematic review of the literature, originally adopted from the medical sciences but also used in management and leadership studies, was conducted to integrate research in an organized, translucent and reproducible manner. The final sample of 46 empirical and conceptual studies were scientifically screened and synthesized.

The synthesis revealed that balancing stakeholder needs, personal characteristics and organizational structures are the main challenges against responsible leadership, whereas financial benefits, employees-related benefits and reputational gains among others are the main outcomes. Practices pinpointed, while scarce, are represented in nurturing a stakeholder culture, and engaging employee-related and human-resource-responsible functions.

This study contributes to the development of responsible leadership.

In this interview, Dr. Günter K. Stahl reflects on his career trajectory as a globally renowned educator and how he pivoted from being a global mobility scholar to one of the pioneers of the responsible global leadership domain. For Dr. Stahl, the ethical component is an integral – and essential – part of any meaningful definition of leadership, and he illustrates this conviction with several examples from his research and corporate practice. Building on his trailblazing work in this domain, Dr. Stahl also identifies critical areas for future research that can help address our societies' grand challenges. He further draws on his deep involvement in designing and delivering postgraduate and executive education programs to discuss how educators can better incorporate these ideas into impactful educational interventions, which he refers to as “consciousness-raising experiences,” thereby inducing lasting positive change in participants.

Dr. Stahl is a Chair and Professor of International Management and Director of the Center for Sustainability Transformation and Responsibility (STaR) at the Vienna University of Economics and Business (WU Vienna). Prior to joining WU, he served for eight years on the faculty of INSEAD, and he is an Academic Fellow and/or Visiting Professor of several renowned institutions, including the Centre for International HRM at Judge Business School, University of Cambridge, the Centre for Global Workforce Strategy at Simon Fraser University, Duke University's Fuqua School of Business, the D'Amore-McKim School of Business at Northeastern University, the Wharton School of the University of Pennsylvania, and Hitotsubashi University.

Dr. Stahl is an expert on purpose-driven leadership, the drivers of corporate responsibility and irresponsibility, grand societal challenges and their implications for strategy and management, and the changing nature of global work. His research has been published in leading academic journals, profiled in a wide range of media outlets including the Wall Street Journal and Financial Times, and been recognized by prestigious awards including the Carolyn Dexter Award of the Academy of Management, the JIBS/Palgrave Macmillan 2020 Decade Award for the most influential article in international business studies over the past decade, the SAGE/Journal of Leadership Award for the most significant contribution to advance leadership and organizational studies, and the Academy of Management Best Paper in International Ethics, Social Responsibility, and Sustainability Award.

Dr. Stahl is also an accomplished teacher who has won numerous Outstanding Teacher and Program Director awards, including six CEMS Course of the Year Awards for the most highly rated course in the CEMS network worldwide, the Award for Teaching Excellence in the Executive MBA Program of HEC Université de Genève, and the Outstanding Teacher Award of the University of Minnesota Carlson School of Management Executive MBA Program. He serves on the advisory boards of several for-profit- and nonprofit organizations, and he has been involved in consulting and executive teaching for a variety of industrial and professional services companies, as well as for organizations in the nonprofit sector.